- Alternative provision may deliver part of the education.
- An EOTAS arrangement may involve several providers.
- Specialists may contribute evidence or advice.
- Families may be coordinating support across different services.
- Capture evidence.
- Record observations.
- Review progress.
- Adapt what happens next.
Schools or other responsible organisations still need to understand what is being delivered, what evidence exists, what has been agreed and what should happen next. EdiWay connects those relationships around one governed learner journey without giving every participant unrestricted access to the learner record.
- Learner Identity
- Providers
- Professionals
- Evidence
- Casework
- Continuity
- Mainstream education
- Alternative provision
- EOTAS
- Specialist provision
- Part-time arrangements
- Hybrid or flexible education
- Professional support
- Temporary placements
- Transition or reintegration
These arrangements can create several versions of the same learner.
EdiWay is designed to keep the learner identity coherent while preserving the different sources, responsibilities and purposes around the journey.
- Different organisations keep different records.
- Families repeat information.
- Professionals work from separate documents.
- Attendance and delivery evidence are interpreted differently.
- Reviews become dependent on whichever spreadsheet or email chain somebody can find.
- Where is education expected to take place?
- Which organisation is responsible?
- Which provider is involved?
- What relationship does a professional have with the learner?
- What evidence supports the current arrangement?
- When did the arrangement begin or change?
The learner remains the same person. Their education status, provision and professional relationships can change over time.
Learner
Who does the work concern?
Organisation
Which organisation is the professional acting through?
Relationship
Why are they involved?
Case
Which specific work are they participating in?
Purpose
What are they authorised to contribute to or review?
Sensitivity
Does the information require stronger restrictions?
This allows an authorised professional to contribute to the work they need to do without automatically seeing unrelated areas of the learner record.
- A professional may have an EdiWay account.
- That does not mean the account automatically has access to a learner.
- Access should depend on the actual relationship and purpose.
- A professional invited to support one learner should not automatically gain access to another.
- A provider supporting one case should not automatically gain access to every learner linked to the school.
- And involvement in an educational case should not automatically provide access to restricted safeguarding or medical information.
Provider
Who is delivering the provision?
Placement
What arrangement has been made?
Dates
When is the provision active?
Delivery
What education or activity has been recorded?
Attendance or Engagement
What provider evidence has been supplied?
Evidence
What information supports review?
Review
Is the placement meeting its intended purpose?
Outcome
What has changed?
Reintegration or Transition
What happens next?
The responsible organisation can retain appropriate oversight while the provider contributes the evidence within its scope.
- School registration data may represent one thing.
- Provider attendance may represent another.
- Engagement with an intervention may represent something different again.
- EdiWay's source-aware model is designed to preserve those distinctions.
This helps prevent provider delivery evidence from being silently rewritten as ordinary school attendance.
And it allows authorised users to understand what a measure actually represents before relying on it.
- Responsible organisation context
- Education status
- Case information
- Commissioned providers
- Professional relationships
- Delivery evidence
- Reviews
- Outcomes
- Transition information
The system can support the process and preserve the evidence. It does not make the statutory decision that a learner should receive EOTAS.
- EdiWay's model keeps the responsible organisation connected to the pathway.
- Depending on the process, that may be a school, authority or another authorised organisation.
- Providers can contribute delivery evidence.
- Professionals can contribute reports or advice.
- Parents and carers can contribute family evidence.
- Learners can contribute their voice.
But the organisation or professional responsible for a decision remains responsible for making it.
- Learner
- Responsible organisation
- Case purpose
- Participating professionals
- Provider relationships
- Meetings
- Evidence requests
- Evidence received
- Actions
- Decisions
- Owners
- Due dates
- Reviews
- Outcomes
- Transition or closure
This provides a shared case structure without turning every participant into a full-record user.
Purpose
Why is the meeting happening?
Participants
Who is appropriately involved?
Evidence
What information was considered?
Learner Voice
What does the learner say?
Family Voice
What have parents and carers contributed?
Professional Contributions
What has each authorised professional added?
Actions
What needs to happen next?
Ownership
Who is responsible?
Review
When should the action or case return for consideration?
Meeting notes become more useful when they remain connected to the work they create.
- what is being requested
- why it is required
- who has been asked
- when it is needed
- what has been returned
- which case or review it supports
This helps reduce the habit of emailing complete learner files just to obtain one piece of information.
- A professional opinion should remain attributable to the professional.
- A provider delivery record should remain provider-origin evidence.
- A parent observation should remain family evidence.
- Learner voice should remain learner voice.
- School evidence should remain school-origin information.
- Later review does not need to erase those distinctions.
- What is helping
- What is not working
- What has changed at home
- Which strategies the learner uses
- What the learner is worried about
- What outcomes matter to the family
- What support has already been tried
EdiWay can support family contributions within the appropriate learner relationship and case.
Those contributions can remain visible as family evidence without silently becoming school or professional findings.
- Aspirations
- Preferences
- Experiences
- Strengths
- Barriers
- Views of current provision
- What helps
- What needs to change
- Transition goals
Visibility can remain appropriately controlled where information is sensitive. Learner voice informs the process.
It does not automatically determine every professional or statutory decision.
- Organisation
- Learner
- Relationship
- Case
- Purpose
- Sensitivity
- Explicit restrictions
Where significant information is disclosed, governance can also preserve relevant context about what was shared, by whom, with which recipient and for what purpose. This supports collaboration without treating every participating organisation as if it owns the full learner record.
- External professionals
- Provider access
- Cross-school working
- Cross-organisation access
- Sensitive evidence
- Export
- Disclosure
- Safeguarding information
- the original purpose
- planned provision
- delivery evidence
- attendance or engagement evidence
- learner voice
- family contributions
- professional evidence
- recorded outcomes
EdiWay can organise that evidence and support the review process. The relevant authorised person or organisation determines what should happen next.
- Return to their school
- Change provider
- Move into another education arrangement
- Progress to college
- Move between specialist pathways
- End a commissioned placement
- Transition towards adulthood
Relevant history can support the next stage without requiring every recipient to inherit the complete historical case. EdiWay’s transition model uses selected, purpose-bound information rather than treating continuity as unrestricted access.
- Completing actions
- Recording the authorised outcome
- Closing the case
- Ending professional or provider access
- Updating the learner's pathway or education status
- Preserving relevant evidence
- Applying retention requirements
- recorded outcomes
Closing a professional relationship does not mean deleting the learner. And preserving case history does not mean the professional keeps indefinite access to it.
Summarising
Bring permitted case information together for human review.
Drafting
Prepare a working review or communication draft.
Structuring Evidence
Help organise authorised information.
Meeting Preparation
Prepare a starting point from available evidence.
AI does not gain wider access because a case involves several organisations.
And it must not independently:
- Diagnose a learner
- Determine SEND status
- Issue an EHC plan
- Determine EOTAS eligibility
- Make safeguarding findings
- Make placement decisions
- Determine statutory suitability
- Close a statutory case
- Replace authorised professional judgement
- Which cases are active?
- Which reviews are due?
- Which provider relationships are current?
- What evidence is outstanding?
- Which actions are overdue?
- Which arrangements are approaching transition?
- Which cases require human attention?
EdiWay can build permission-aware operational views from the underlying records. These views should support coordination.
They should not automatically predict learner risk, suitability, or future outcomes.
1. Identify the Learner
Use the authoritative learner identity.
2. Establish the Pathway
Record the relevant education or case context.
3. Identify Responsibility
Make clear which organisation owns the process or decision.
4. Verify Participants
Connect the appropriate providers and authorised professionals.
5. Apply Permission Scope
Restrict information according to learner, relationship, case, purpose and sensitivity.
6. Gather Evidence
Keep each contribution attributable to its source.
7. Coordinate Work
Manage meetings, evidence requests, actions and timelines.
8. Review
Bring together learner, family, provider and professional evidence.
9. Record the Human Outcome
The authorised decision-maker determines what happens next.
10. Transition or Close
Change access appropriately while preserving the relevant learner history.
It is the EdiWay gateway for education journeys involving EOTAS, alternative provision, professional collaboration and structured multi-agency casework.
No.
Professional access can be scoped to the relevant learner, case, relationship and purpose.
Authorised provider relationships can support relevant participation where the workflow is enabled.
Provider access should remain limited to the information required for the arrangement.
No.
Provider evidence can contribute to the learner journey without creating a competing master record.
EdiWay can connect provider relationships, dates, delivery or engagement evidence, reviews and reintegration activity so the responsible organisation can maintain oversight.
No.
Different evidence sources should remain distinct rather than being blended into a misleading single measure.
Yes, within the documented product boundaries.
EOTAS is represented as a distinct pathway rather than ordinary school attendance.
No.
The relevant statutory or professional decision remains with the authorised decision-maker.
Yes, where the relevant learner relationship and workflow permit it.
Family evidence retains its source.
Yes.
Learner voice can form part of the evidence and review process with appropriate visibility controls.
Multi-agency casework can connect meetings, participants, evidence, actions, owners, timelines and follow-up.
Where enabled and appropriately scoped, professionals can contribute evidence relevant to their authorised relationship.
Not simply because they are involved with the learner.
Safeguarding uses stronger and separately governed access boundaries.
No.
Communication does not create new permissions.
No official integration should be claimed unless that exact interface has separately been implemented and assured.
No.
AI can assist with authorised information work, but professional and statutory decisions remain human.
The professional’s access can end while relevant source evidence remains part of the governed learner history according to applicable retention rules.
EOTAS
Manage the learner, provider, evidence and review context around EOTAS without treating it as ordinary school attendance.
Professional Collaboration
Invite authorised professionals into a defined learner and case relationship.
Alternative Provision & Provider Management
Connect placements, providers, delivery evidence, review and reintegration.
Multi-Agency Casework, Meetings & Evidence
Coordinate evidence, meetings, actions, timelines and outcomes through a governed case.
Permissions, Consent & Information Sharing
Understand how cross-organisation access and disclosure remain controlled.
Transition Packs and Learner Continuity
Help appropriate information follow the learner into the next stage.